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Reading Readiness for the Hearing Impaired

Reading Readiness for the Hearing Impaired READINESS READING FOR THE HEARING IMPAIRED I. Schwartz Judy as the sweet music of the in Thomas Sterns nightingale, Just Eliot’s was to elude forever not know- poem, apeneck Sweeney, how to read in an industrialized nation is characterized as ing an individual to a life of never to condemning privation, partici- in of the reward the culture. Whether or not pate fully system this is the case is but that has come to actually debatable, reading hold an of in school ever-increasing position importance curricula, is fact. For the child with mild to moderate loss whose hearing makes of the task both language dysfunction mastery difficult, to learn and are about not accelerated. pressure anxiety learning For these it is to understand the reasons, therefore, imperative of context of within the and to process reading language, provide, from those which maximize the child’s birth, experiences poten- tial for language mastery. is a to K. S. Goodman complex According (1970), reading which involves the reconstruction of encoded in process meaning written and the language. It, listening, comprise receptive aspects of whereas and are the language, speaking writing expressive Success in in the native aspects. reading requires competence the to http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

Reading Readiness for the Hearing Impaired

Schwartz, Judy I.
Academic Therapy , Volume 15 (1): 11 – Sep 1, 1979
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References (31)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345127901500109
Publisher site
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Abstract

READINESS READING FOR THE HEARING IMPAIRED I. Schwartz Judy as the sweet music of the in Thomas Sterns nightingale, Just Eliot’s was to elude forever not know- poem, apeneck Sweeney, how to read in an industrialized nation is characterized as ing an individual to a life of never to condemning privation, partici- in of the reward the culture. Whether or not pate fully system this is the case is but that has come to actually debatable, reading hold an of in school ever-increasing position importance curricula, is fact. For the child with mild to moderate loss whose hearing makes of the task both language dysfunction mastery difficult, to learn and are about not accelerated. pressure anxiety learning For these it is to understand the reasons, therefore, imperative of context of within the and to process reading language, provide, from those which maximize the child’s birth, experiences poten- tial for language mastery. is a to K. S. Goodman complex According (1970), reading which involves the reconstruction of encoded in process meaning written and the language. It, listening, comprise receptive aspects of whereas and are the language, speaking writing expressive Success in in the native aspects. reading requires competence the to

Journal

Academic Therapy – SAGE

Published: Sep 1, 1979

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